Title of Math Lesson : Numeracy Grade: 3

Objective(s): Fractions

Template For Task 3 Observing a Maths Lesson

Geometry 9:13 to Peer/group/class Whole, Read through Paired activity: -Add fractions with

Draw 2-D 10:00 discussion. numerator, the pizza Model coloring the same

shapes; am Self-assessment denominator, information in the correct denominator.

recognise 3- of their own add on the lesson number of bricks

D shapes in ability (are they presentation, on a wall to
different ready to start identifying support addition
orientations the task or not?) that Amelia of fractions.
and has three Children then
describe slices of pizza work in pairs,
them and Kamil coloring in bricks
has two slices on their own
so that have blank fraction
five slices walls to answer
altogether. the addition
Use the same questions on the
images to lesson
identify that presentation.
Amelia has Independent
3/6 of a pizza activity: Children
and Kamil complete
has 2/6 of a differentiated
pizza so they Adding
have 5/6 of a Fractions
pizza Activity Sheets to
altogether. practice adding
Draw fractions within
attention to one whole.
the link
between the
five slices they
have and the
five sixths
they have.
After the Observation:
1. What was the objective of the lesson?
Add fraction with the same denominator.
2. Was the objective achieved?
Yes. The objective was achieved by the whole class.
3. How was the concept introduced?
Smart board interaction, and writing on the white boards
4. How much teaching was done in L1?
50%.

5. Why do you think the teachers used L1?

Because the MST speaking the L1, and most students are speaking L1.
6. Did the teacher use manipulatives? What were the purpose of these?
No, she ask learners to use indicate the correct answer from smart boards.
7. Were there any other resources/materials used to deliver the lesson?
Adding fractions activity sheets, blank fraction walls.
8. What strategies/method did she use to teach the concept?
Whole class teaching and paired work on fraction rule.
9. Did teacher do whole-class teaching or group work?
She teaches whole class.
10. When did she work with the whole class? Why?
She worked with them on Monday from 9:13am to 10:00 am to practice and to check
their understanding before starting their worksheets.
11. How much of the lesson were the students using the book?
Thrice in a week, if the half class did not finish the previous practice.